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Related Concept Videos

Self-Discrepancy and Its Effects01:29

Self-Discrepancy and Its Effects

Self-discrepancy theory explains how people compare their actual self to their ideal and ought selves and how mismatches between these self-guides can lead to emotional distress. Developed by E. Tory Higgins, the theory distinguishes among three components of self-concept: the actual self, the ideal self, and the ought self. These refer respectively to how individuals perceive themselves, how they aspire to be, and how they believe they are obligated to be. Emotional well-being, self-esteem,...
Social Foundations of Self II: The Generalized Other01:20

Social Foundations of Self II: The Generalized Other

According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group effort.
Self-Presentation: Self-Monitoring and Self-Handicapping02:05

Self-Presentation: Self-Monitoring and Self-Handicapping

People can go to great lengths to protect their self-image and present themselves in ways that they want others to see them. Sociologist Erving Goffman presented the idea that a person is like an actor on a stage. Calling his theory dramaturgy, Goffman believed that we use “impression management” to present ourselves to others as we hope to be perceived. Each situation is a new scene, and individuals perform different roles depending on who is present (Goffman, 1959). Think about the way you...
Understanding Self-Concept01:20

Understanding Self-Concept

The self-concept encompasses individuals' beliefs about themselves, structured through cognitive frameworks known as self-schemas. These schemas function as mental representations of specific traits or behaviors, influencing how self-relevant information is perceived, processed, and remembered. For example, individuals who are schematic for body weight are more likely to interpret routine experiences—such as dining out or shopping—through the lens of that trait. Conversely, those aschematic for...
Self-Discrepancy Theory02:45

Self-Discrepancy Theory

One influential perspective on what motivates people's behavior is detailed in Tory Higgin's self-discrepancy theory (Higgins, 1987). He proposed that people hold disagreeing internal representations of themselves that lead to different emotional states.
Self-Concept01:19

Self-Concept

Self-concept is the cognitive and emotional understanding individuals hold about their identity. It evolves through various developmental stages, beginning in infancy and maturing as children grow. This concept influences how individuals perceive their abilities, interact with others, and manage challenges throughout life.
Infancy and Emerging Recognition
During infancy, self-concept is virtually nonexistent. Babies do not distinguish themselves as separate entities and often mistake their...

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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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Co-occurring internalizing and externalizing behavioral problems: the mediating effect of negative self-concept.

Eunju J Lee1, Susan I Stone

  • 1Department of Social Welfare, Halla University, Wonju, 220-712, South Korea. elee@halla.ac.kr

Journal of Youth and Adolescence
|August 11, 2011
PubMed
Summary

Internalizing and externalizing problems are linked, with negative self-concept driving both. This negative self-concept fuels further problems, creating a cycle impacting child development.

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Area of Science:

  • Developmental Psychology
  • Child Psychopathology
  • Adolescent Mental Health

Background:

  • Internalizing and externalizing problems frequently co-occur, but unique and shared developmental risk processes remain unclear.
  • Previous research shows mixed findings on the interplay between internalizing and externalizing problem development.

Purpose of the Study:

  • To investigate the reciprocal relationships between internalizing and externalizing problems.
  • To examine the mediating role of negative self-concept in these developmental pathways.
  • To apply a developmental cascade model to understand these dynamics over time.

Main Methods:

  • Cross-lagged panel modeling was employed.
  • A longitudinal sample of 2,844 Korean fourth graders (54% boys, 46% girls) was followed for 4 years.
  • Developmental pathways and mediating effects were statistically analyzed.

Main Results:

  • Internalizing and externalizing problems were found to be reciprocally reinforcing.
  • Negative self-concept mediated the relationship, exacerbating both problem types.
  • The developmental pathways involving negative self-concept were consistent across genders.

Conclusions:

  • Negative self-concept plays a crucial role in the cyclical development of internalizing and externalizing problems.
  • Interventions targeting negative self-concept may be effective in mitigating both problem domains.
  • Understanding these developmental cascades is vital for effective child mental health strategies.